Albers, Peggy "Art As Literacy" Language Arts. Vol. 74, No. 5 (September 1997) National Council of Teachers of English. Web. 25 Sept. 2010.
Art gives us the tools to construct meaning in a subject and to better understand the world. Peggy Albers studies how teachers can better structure art in the classroom, so that the same skills applied to print-based literacy are used when constructing art. Art as Literacy mainly focuses on the role of the teacher, art as a process, reflection in art, and the idea of making meaning for each art project. Teachers need to create a classroom where values such as learning and doing as a continuous process, taking time for reflection, and making the assignments personal to each student, is necessary. One teacher serves as an example of someone who incorporates the art curriculum with what the students wish to do. She presents a concept, and then the children are able to personalize it, by choosing their own subject for that art piece. This is essential to meaning making, “The significance of art lies not within the artwork, but in the interpretation and personal experiences that students bring to their meaning making” (340). Critique, communication, thoughtfulness, and reflection are all an important aspects in meaning making, a skill that can be greatly practiced through art. One way this is shown is by having each student keep Artists’ Journals to document their process of meaning making. All of these skills can be applied to print-based literacy, and Albers argues that by emphasizing these skills through art, students will be better equipped for other subjects in school, and in the world.
(Eileen Cullen)
Anderberg, Sarah and Thomas, Glen. “The Role of the Arts in Learning.” Leadership Nov-Dec 2008: 21-22. Print “If you say to a room full of Kindergartners, “Raise your hand if you are an artist,” almost everyone will raise a hand. But if you ask a room full of high school students to do the same thing, virtually none will respond” (20). This article states the roles that art has on students as a whole. Many educators have come to an agreement that if art is not taught to all grade levels that students will not understand or recognize the value of art in learning. Art is looked at as “a critical element of a quality comprehensive education” to most if not all educators (21). Art goes hand in hand with all other curriculum subjects; English, Mathematics, Science, and history would not be taught the same or learned the same without the use of Art. The authors in this article state that “if we don’t pay attention to the arts, we are in danger of seeing the curriculum narrowed. This could mean that student’s educations are not complete” (20). There are many different avenues that educators can approach in trying to keep Art alive in the schools; one being getting the district involved, make sure that there is a committee to evaluate the art programs. Get fellow teachers involved; be sure that all students have access to visual and performing arts. Another good avenue is the Parents, by involving the PTA, by way of planning events that involve the arts. The role of the Arts in learning is an important subject for all educators to be involved with. (Danielle Peek)
Cornett, Claudia E. "Center Stage: Art-based read-alouds." The Reading Teacher Vol. 60, No. 3 (November 2006)
PsycINFO. EBSCO. Web. 14 September 2010.
“Imagine a classroom where there are no right answers but a range of possible responses. Imagine a classroom where praise is replaced by coaching in the form of descriptive feedback offered by peers as often as teachers. Imagine a classroom where engagement isn’t manipulated through the use of points or coupons but happens because the arts hold natural appeal (Cornett 2006, pg. 237)
Cornett a professor at Wittenberg University in Springfield Ohio uses the example of two teachers, Judy Trotter and Bernadette Chilcote, to exemplify her theory on the integration of more art based literacy in schools. Cornett constantly refers to the research being conducted in schools across the nation that has indicated an increase in students cognitive and literacy abilities as a direct result to this new curriculum. The ability for students to express themselves through art strengthens their self esteem and intern makes them want to participate more actively in the classroom, this has even been proven for children of disadvantaged socio-economic backgrounds. Children with English as a second language highly benefit from reading aloud and dramatic play as they are able to express what they have to say without the use of words.
Cornett establishes that before the invention of language people communicated through dance, musical interpretation and art in the form of cave paintings. Paramount to the idea of communication and how language and literacy play a role within its parameters is the simple notion that we all have a need to communicate with each other but it is how we learn these basic skills that will enable us to do so that is at the heart of these studies. (Javier Soto)
Eckhoff, Angela. "The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher's Strategies for Meaningful Early Arts Experiences." Early Childhood Education Journal 35.5 (2008): 463-472. PsycINFO. EBSCO. Web. 11 Sept. 2010.
In the article Angela Eckhoff explains that the visual arts is an important factor for children’s learning development. The article’s research is based on an early childhood art program through the Denver Art Museum. The master teacher at the museum has to have knowledge in art, pedagogy, and museum based research (465). The master teacher’s goal was for the children to have a positive experience, and she based her effectiveness on the students’ involvement and their personal perceived success. The master teacher, Mary, used four main teaching strategies as she conducted her class. These included: game play, questioning, technically focused talk, and storytelling.
Game play was where the teacher incorporated games into her lesson in order for the children to understand the concepts more clearly, and to direct the student’s attention to certain aspects of an artwork. The master teacher used questioning throughout her entire lesson. Mary’s questions allowed the children to be actively involved in the observation and discussion of an artwork. Storytelling followed the questioning because she wanted to further engage the students. Mary would do this by telling stories about the history of a particular artwork. Technical talk is important because it is a more detailed description of the artwork. As Angela Eckhoff explains, “Identifying and attending to the technical components of visual artworks is an important part of both art viewing and art making experiences” (468).
By incorporating game play, questioning, technically talk, and storytelling into Mary’s teaching strategy it allowed the students to have a better understanding of the artwork they were viewing. Mary provided scaffolding by using the four steps in order to help the children go to the next level of comprehension. Mary’s teaching allowed the children to create their own art pieces, share experiences, and understand basic meanings of an artwork. (Carly Meyer)
Eckhoff, Angela. "The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher's Strategies for Meaningful Early Arts Experiences." Early Childhood Education Journal 35.5 (2008): 463-472. ERIC. EBSCO. Web. 28 Sept. 2010.
Developing childrens' learning through visual art is the study in this article. Ecknoff shows the importance of visual and implicated art through various ways such as description of art, teaching strategies for teachers viewing art, and the connections between gallery and classroom experience. Within this article the teachers studied at Denver Art Museum (DAM) were specified as "Master Tachers"(465). To be a master teacher they say, "one must demonstrate three main categories of knowledge: art knowledge, pedagogical knowledge and knowledge of museum research" (465). When DAM's teachers taught about the importance of viewing art there was about four main techniques to introduce the class and start conversation; "game play, questioning, storytelling and technically focused talk"(466). When kids view art museums or have the opportunity to see others art along with their own, they tend to make better connections in the art making process. The more time that kids are able to come back to galleries and see artwork just improves the views of the students.
This article just proves that students at any age learn better through seeing something done, watching something be done (the process) and implicating this subject on their own. Kids imaginations are built more complexly when they are introduced to a multitude of things rather than the samething over and over. As teachers using this process you will see more expression and students feeling through what they have made, as long as there is enough materials and access to this time.
(kayla Hines)
Knodt, Jean. "Teaching Thinking tThrough Open-Inquiry Learning":June 2009
This article described in great detail what open inquiry is and how to apply it to students in grades k-6. Open -inquiry's mission is to, "engage innovative thinking i students by opening up, extending, and guiding the inquisitive energy that children naturally bring to the learning table" (Robinson 2). IN an open-inquiry setting the teacher acts as an apprentice rather then a teacher. The teacher stops in when students have hit the point where they feel that the task at hand is "impossible". At the point where the teacher steps in they do not answer questiond, but asks them. This approach is used to get the student's minds working for themselves rather then be pushed in one direction with their hands on task. The students that have been taught in this learning enviroment understand the role of the instructor, so they dont understand them to play anyother role. One lab student said, " I learned that life is not just handed to you -- you've got to figure it out". This learning approach has beeen very suceesful, it encourages hands on group work and is based upon collabeative thinking. Student were asked what it takes to find and meet a challenge? The students answered in many deifferent ways some were: patience, you need to want it, teamwork, relax, and dont be afraid to wonder(4). (Emily Campouris)
Ortlieb, Evan. "The Art of Reading: Dramatizing Literacy":September 26, 2010 Literacy through art often implies teaching core curriculum subjects through traditional art forms, drawing and painting, being at the top of the list. It is however the art of dramatic reading that this study concerns itself with or the absence of dramatic reading in today’s classrooms. Ortlieb states that historically this was not always so, certain blocks of time were allotted in the curriculum for reading aloud. Unfortunately in more recent years the practice of reading aloud has been replaced by the more teacher friendly, silent reading. Ortlieb takes the stance that, reading has become a monotonous exercise feared by both students and teachers, pushing students to not care about reading. Silent reading has become a fundamental cornerstone that educators base their curriculum around, taking reading as a collaborative experience away from students. "Students are enacting upon a designated application of literacy technique rather than using imagination to enact text"(171). Ortlieb argues that phonetically students benefit from reading aloud giving them a better grasp and understanding of the subject matter. It is important to note that this study was conducted in a school with a variety of socio-economic students, who showed that regardless of where you may fall on that scale “Dramatic literacy” can vastly improve a student’s ability to better grasp the concepts presented in their readings. If we as a society truly believe in not leaving a child behind then it is imperative that the concept of dramatic literacy be re-examined and better implemented in our schools. (Javier Soto)
Art gives us the tools to construct meaning in a subject and to better understand the world. Peggy Albers studies how teachers can better structure art in the classroom, so that the same skills applied to print-based literacy are used when constructing art. Art as Literacy
mainly focuses on the role of the teacher, art as a process, reflection in art, and the idea of making meaning for each art project. Teachers need to create a classroom where values such as learning and doing as a continuous process, taking time for reflection, and making the assignments personal to each student, is necessary. One teacher serves as an example of someone who incorporates the art curriculum with what the students wish to do. She presents a concept, and then the children are able to personalize it, by choosing their own subject for that art piece. This is essential to meaning making, “The significance of art lies not within the artwork, but in the interpretation and personal experiences that students bring to their meaning making” (340). Critique, communication, thoughtfulness, and reflection are all an important aspects in meaning making, a skill that can be greatly practiced through art. One way this is shown is by having each student keep Artists’ Journals to document their process of meaning making. All of these skills can be applied to print-based literacy, and Albers argues that by emphasizing these skills through art, students will be better equipped for other subjects in school, and in the world.
(Eileen Cullen)
Anderberg, Sarah and Thomas, Glen. “The Role of the Arts in Learning.” Leadership Nov-Dec 2008: 21-22. Print
“If you say to a room full of Kindergartners, “Raise your hand if you are an artist,” almost everyone will raise a hand. But if you ask a room full of high school students to do the same thing, virtually none will respond” (20). This article states the roles that art has on students as a whole. Many educators have come to an agreement that if art is not taught to all grade levels that students will not understand or recognize the value of art in learning. Art is looked at as “a critical element of a quality comprehensive education” to most if not all educators (21). Art goes hand in hand with all other curriculum subjects; English, Mathematics, Science, and history would not be taught the same or learned the same without the use of Art. The authors in this article state that “if we don’t pay attention to the arts, we are in danger of seeing the curriculum narrowed. This could mean that student’s educations are not complete” (20). There are many different avenues that educators can approach in trying to keep Art alive in the schools; one being getting the district involved, make sure that there is a committee to evaluate the art programs. Get fellow teachers involved; be sure that all students have access to visual and performing arts. Another good avenue is the Parents, by involving the PTA, by way of planning events that involve the arts. The role of the Arts in learning is an important subject for all educators to be involved with. (Danielle Peek)
Cornett, Claudia E. "Center Stage: Art-based read-alouds." The Reading Teacher Vol. 60, No. 3 (November 2006)
PsycINFO. EBSCO.
Web. 14 September 2010.
“Imagine a classroom where there are no right answers but a range of possible responses. Imagine a classroom where praise is replaced by coaching in the form of descriptive feedback offered by peers as often as teachers. Imagine a classroom where engagement isn’t manipulated through the use of points or coupons but happens because the arts hold natural appeal (Cornett 2006, pg. 237)
Cornett a professor at Wittenberg University in Springfield Ohio uses the example of two teachers, Judy Trotter and Bernadette Chilcote, to exemplify her theory on the integration of more art based literacy in schools. Cornett constantly refers to the research being conducted in schools across the nation that has indicated an increase in students cognitive and literacy abilities as a direct result to this new curriculum. The ability for students to express themselves through art strengthens their self esteem and intern makes them want to participate more actively in the classroom, this has even been proven for children of disadvantaged socio-economic backgrounds. Children with English as a second language highly benefit from reading aloud and dramatic play as they are able to express what they have to say without the use of words.
Cornett establishes that before the invention of language people communicated through dance, musical interpretation and art in the form of cave paintings. Paramount to the idea of communication and how language and literacy play a role within its parameters is the simple notion that we all have a need to communicate with each other but it is how we learn these basic skills that will enable us to do so that is at the heart of these studies. (Javier Soto)
Eckhoff, Angela. "The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher's Strategies for Meaningful Early Arts Experiences." Early Childhood Education Journal 35.5 (2008): 463-472. PsycINFO. EBSCO. Web. 11 Sept. 2010.
In the article Angela Eckhoff explains that the visual arts is an important factor for children’s learning development. The article’s research is based on an early childhood art program through the Denver Art Museum. The master teacher at the museum has to have knowledge in art, pedagogy, and museum based research (465). The master teacher’s goal was for the children to have a positive experience, and she based her effectiveness on the students’ involvement and their personal perceived success. The master teacher, Mary, used four main teaching strategies as she conducted her class. These included: game play, questioning, technically focused talk, and storytelling.
Game play was where the teacher incorporated games into her lesson in order for the children to understand the concepts more clearly, and to direct the student’s attention to certain aspects of an artwork. The master teacher used questioning throughout her entire lesson. Mary’s questions allowed the children to be actively involved in the observation and discussion of an artwork. Storytelling followed the questioning because she wanted to further engage the students. Mary would do this by telling stories about the history of a particular artwork. Technical talk is important because it is a more detailed description of the artwork. As Angela Eckhoff explains, “Identifying and attending to the technical components of visual artworks is an important part of both art viewing and art making experiences” (468).
By incorporating game play, questioning, technically talk, and storytelling into Mary’s teaching strategy it allowed the students to have a better understanding of the artwork they were viewing. Mary provided scaffolding by using the four steps in order to help the children go to the next level of comprehension. Mary’s teaching allowed the children to create their own art pieces, share experiences, and understand basic meanings of an artwork. (Carly Meyer)
Eckhoff, Angela. "The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher's Strategies for Meaningful Early Arts Experiences." Early Childhood Education Journal 35.5 (2008): 463-472. ERIC. EBSCO. Web. 28 Sept. 2010.
Developing childrens' learning through visual art is the study in this article. Ecknoff shows the importance of visual and implicated art through various ways such as description of art, teaching strategies for teachers viewing art, and the connections between gallery and classroom experience. Within this article the teachers studied at Denver Art Museum (DAM) were specified as "Master Tachers"(465). To be a master teacher they say, "one must demonstrate three main categories of knowledge: art knowledge, pedagogical knowledge and knowledge of museum research" (465). When DAM's teachers taught about the importance of viewing art there was about four main techniques to introduce the class and start conversation; "game play, questioning, storytelling and technically focused talk"(466). When kids view art museums or have the opportunity to see others art along with their own, they tend to make better connections in the art making process. The more time that kids are able to come back to galleries and see artwork just improves the views of the students.
This article just proves that students at any age learn better through seeing something done, watching something be done (the process) and implicating this subject on their own. Kids imaginations are built more complexly when they are introduced to a multitude of things rather than the samething over and over. As teachers using this process you will see more expression and students feeling through what they have made, as long as there is enough materials and access to this time.
(kayla Hines)
Knodt, Jean. "Teaching Thinking tThrough Open-Inquiry Learning":June 2009
This article described in great detail what open inquiry is and how to apply it to students in grades k-6. Open -inquiry's mission is to, "engage innovative thinking i students by opening up, extending, and guiding the inquisitive energy that children naturally bring to the learning table" (Robinson 2). IN an open-inquiry setting the teacher acts as an apprentice rather then a teacher. The teacher stops in when students have hit the point where they feel that the task at hand is "impossible". At the point where the teacher steps in they do not answer questiond, but asks them. This approach is used to get the student's minds working for themselves rather then be pushed in one direction with their hands on task. The students that have been taught in this learning enviroment understand the role of the instructor, so they dont understand them to play anyother role. One lab student said, " I learned that life is not just handed to you -- you've got to figure it out". This learning approach has beeen very suceesful, it encourages hands on group work and is based upon collabeative thinking. Student were asked what it takes to find and meet a challenge? The students answered in many deifferent ways some were: patience, you need to want it, teamwork, relax, and dont be afraid to wonder(4). (Emily Campouris)
Ortlieb, Evan. "The Art of Reading: Dramatizing Literacy":September 26, 2010
Literacy through art often implies teaching core curriculum subjects through traditional art forms, drawing and painting, being at the top of the list. It is however the art of dramatic reading that this study concerns itself with or the absence of dramatic reading in today’s classrooms. Ortlieb states that historically this was not always so, certain blocks of time were allotted in the curriculum for reading aloud. Unfortunately in more recent years the practice of reading aloud has been replaced by the more teacher friendly, silent reading. Ortlieb takes the stance that, reading has become a monotonous exercise feared by both students and teachers, pushing students to not care about reading. Silent reading has become a fundamental cornerstone that educators base their curriculum around, taking reading as a collaborative experience away from students. "Students are enacting upon a designated application of literacy technique rather than using imagination to enact text"(171). Ortlieb argues that phonetically students benefit from reading aloud giving them a better grasp and understanding of the subject matter. It is important to note that this study was conducted in a school with a variety of socio-economic students, who showed that regardless of where you may fall on that scale “Dramatic literacy” can vastly improve a student’s ability to better grasp the concepts presented in their readings. If we as a society truly believe in not leaving a child behind then it is imperative that the concept of dramatic literacy be re-examined and better implemented in our schools. (Javier Soto)